Individual Support
Our one-to-one support is specifically tailored to meet the unique needs of children and young adults and is commonly delivered within a mentoring framework. It is through the building of trust relationships that the potential to achieve support goals is maximised. Individual support sessions are generally one- or two-hour duration (but can be longer), and depending on the support goals, will occur in an appropriate setting at our premises or out in the community.
Children and young adults may or may not have a formal diagnosis. Individual support is structured within a written Individual Support Plan (ISP). This plan is developed in consultation with parents or other primary caregivers, the child or young adult themselves, and information gathered from other associated sources (for example, diagnostic or other reports). Each ISP describes support goals, the actions to be taken to achieve these goals, a timeline, and expected support outcomes.
Our efforts to successfully support a child or young adult are significantly shaped by trauma informed practices, social and emotional learning theories, positive behaviour and other developmental theories, and resilience theory as ascribed to young people. The importance of prevention and early intervention as a component of sustaining good mental health is incorporated into all support strategies. All aspects of our support comply with National and State Guidelines for protecting young people.
Common presenting issues include:
The need to cope with trauma/stress and to build the capacity to adequately manage worry/anxiety.
The need to develop a capacity to contribute to managing feelings, emotions, and behaviours (self-regulation) to adequately function as a family member, as a learner, an employee, a friend, and a community member.
The need for a young person to be able to establish and maintain friendships and be safe within their lived environments.
Having to manage the many transitions of childhood and young adulthood, such as:
Adolescence
Transitioning from Primary School to High School to further education/employment
The creation/reshaping of family structures, friendships, and other relationships
Developing a positive self-identity and positive self-belief in capacity to cope with daily challenges/stress
Based on such presenting issues, expected outcomes from support provided would, over time, include:
A young person is contributing to the regulation of their thoughts, feelings and behaviours as demonstrated through an ability to:
identify and understand their sources of stress
identify and understand their range of feelings and emotions
maintain a stable mood
develop a capacity to identify emotional states in others (empathy development)
A young person is developing and practicing social competence as demonstrated through sharing and participation, friendliness and sociability, kindness and caring, sense of humour, flexibility, and age-appropriate effective communication.
A young person is developing problem solving skills as demonstrated through seeking help from others, planning, and creative and reflective thinking.
A young person is developing autonomy as demonstrated through a growing, strong sense of self identity, a sense of self belief, self-worth and self-confidence, and the ability to ‘stand away’ from dysfunctional behaviours in others.
A young person is developing/maintaining a sense of purpose and a positive future as demonstrated through:
Optimistic thinking and describing of hopes and dreams
The describing of life and other goals
A growing capacity to overcome obstacles and deal with disappointments
Wanting to learn and be involved in school life/employment
Being determined and persistent in their endeavours
The strengthening of families (including through a reduction in family/carer stress) as the result of a young persons improved coping skills and the building of resilience.